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首页> 外文会议>Universitas Indonesia International Psychological Symposium for Undergraduate Research >Mathematics Belief and The Use of Metacognitive Strategy in Arithmetics Word Problem Completion Among 3rd Grade Elementary School Students
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Mathematics Belief and The Use of Metacognitive Strategy in Arithmetics Word Problem Completion Among 3rd Grade Elementary School Students

机译：数学信仰与元认知策略在算术中的第三年级小学生完成问题完成

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This research aimed to see the relationship between mathematics belief and the use of metacognitive strategy in 3rd-grade elementary students tasked with completing arithmetics word problem. Based on a phenomenon that Indonesian students' performance is still lower than the other countries, this study was also based on the theory that metacognitive strategy and mathematics belief had an impact on arithmetics word problem completion. Ninety-six 3rd-grade elementary school students in Depok, West Java, participated in this study. Knowledge Monitoring Assessment (KMA) was used as an instrument to measure mathematics belief and the Think-Aloud technique was used to measure metacognitive strategy. Pearson-correlation statistical analysis was used to see a relationship between mathematics belief and metacognitive strategy. The result showed that there was a positive and significant relationship between mathematics belief and metacognitive strategy (r = 0,30, p > 0,01, one-tailed). This meant that students who had a better belief in their competence in mathematics would more likely use better metacognitive strategy.
机译：该研究旨在看到数学信仰与第三年级小学生中的元认知策略之间的关系，任务完成算法词问题。基于印度尼西亚学生表现仍低于其他国家的现象，本研究还基于元认知策略和数学信仰对算术词题问题产生影响的理论。西爪哇省代爪哇省的九十六名3年级小学生参加了这项研究。知识监测评估（KMA）被用作测量数学信念的仪器，并使用思想技术来测量元认知策略。 Pearson-Collelation统计分析用于看数学信仰和元认知策略之间的关系。结果表明，数学信仰和元认知策略（r = 0,30，p> 0,01，单尾）之间存在积极和显着的关系。这意味着在数学中更好地对他们的能力更好地相信的学生将更有可能利用更好的元认知策略。

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